Long ago, as a Peace Corps volunteer, I faced the challenge of having 1 small book for every 4 students. Thus began what is now a strong competency in L & D and curriculum design. Later, as director of an accredited English language institute, I would design curricula for both corporate and academic programs & courses. By the time I completed my M.A. in Elearning, I was enjoying doing instructional design. See my ID portfolio here….
Relevant Qualifications: M.A. Information & Learning Technologies: Elearning, University of Colorado 2013; Peace Corps training & practicum program; TESL/TEFL Certificate; TAE40110 Certificate IV in Training & Assessment; neuropsychology training; many, many workshops & webinars
Colorado School of English (www.EnglishAmerica.com) - Founder & Director - Over the course of 15 years, I designed or co-designed accredited curricula for many courses and programs including IEP, ESP, vacation + English, customized tutoring programs and one of the few accredited ESL/EFL teaching certificate programs in the country. I designed an innovative accelerated curriculum for our Intensive English Program. As early as 2000, I was requiring instructors to use the internet as a resource for class and homework activities.
King Abdulaziz University, English Language Institute, Elearning Coordinator - I started this position prior to the outbreak of COVID-19 and was instrumental in developing an online tutorial site which was linked for teachers’ eyes only in our LMS (Blackboard). I also created multiple tutorials often using Camtasia, to train teachers in accomplishing various tasks related to using the LMS. In addition, I created curriculum content using H5P and managed our usage of the LMS on the main women’s campus (approximately 8000 students) including troubleshooting any issues encountered by faculty or students. I co-designed course templates - one for each level and each course - and these were copied to the relevant teachers. As the templates were pre-loaded with the bulk of the information that teachers and students needed, it allowed for a consistent delivery of the curriculum.
I was still the Elearning Coordinator when the entire university was suddenly taken online due to the COVID19 pandemic. My job went from full-time to double-time, 7 days a week. I became involved in top-level meetings to make decisions about changes to curriculum and assessment for online classes. I created additional tutorials to help teachers understand how to use Collaborate Ultra (the conferencing software that Blackboard offers) and tried to present a calm and positive attitude to help faculty cope and rebuild their confidence.
King Abdulaziz University, English Language Institute, Professional Development Committee - I provided workshops, webinars and video tutorials to train faculty and new-hires. Some trainings were delivered face to face and some were delivered online. I also, upon my own initiative, created a website called flipedu.org which became a collaborative space (edited and monitored). It’s organized by level and unit so an instructor can go directly to the week’s curriculum and find activities, games, worksheets and review quizzes (Socrative or Kahoot!).
Australian College of Kuwait / ACK, English Language Instructor - (2 years) www.ack.edu.kw/en/, ESP Curriculum design - I designed a business English course for undergrads who were business majors. I also developed games, practice activities and realia which I shared with colleagues.
Peace Corps, Niger, West Africa - English Language Instructor: Teaching in Niger for three years was extremely rewarding as the students were such delightful and motivated learners, but the challenges I faced were many. I taught both at a middle school and a high school where there were four students crammed in at a desk designed for two with only 1 book among them in a class of 35 - 40. The only supplies I had were a chalkboard and chalk. So I created all of my own materials, activities and assessments. I shared these with colleagues who had to copy them by hand. My classes were popular with the students and performance reviews were excellent.
Asian Pacific Development Center, English Language Instructor (www.apdc.org )- At this non-profit providing mental health and other services for Asian immigrants, I also had a rewarding but challenging teaching experience where I was solely responsible for creating curriculum. I taught two groups, one an advanced level group of teenage Vietnamese immigrants (easy), the other, a group of mentally ill Asian immigrants ranging in age from 20 to 60 years, with varied diagnoses (many with schizophrenia and bi-polar disorder) and varied language levels from low beginning to upper intermediate(!) Although clearly challenging, I enjoyed the group and used TPR (Total Physical Response) as an important teaching strategy.